Chapters 2 & 4

My summary and comment on Chapters 2 & 4 of Technology in its Place: Successful Technology Infusion in Schools:

Chapter 2: Curriculum Planning for Technology-Rich Instruction

The chapter opens with a discussion of technology planning. LeBaron notes that "the systematic improvement of learning, teaching, and curriculum depends not only on the presence of an effective plan, but also on the participation of many stakeholders in the design and execution of the plan" (LeBaron, 2001, p. 17). I do think there can be a risk of "too many cooks in the kitchen" when everbody is making decisions, however in the sense of technology and education, I have to agree with the author that the more stakeholders get involved (teachers, admins, parents, etc), the better the chances that the integration will be focused and will succeed.

LeBaron goes on to say that planning for the integration of technology is a six-stage, progressively narrowing process:

• Create a shared vision
• Assess curriculum needs
• Describe goals and outputs
• Define key inputs
• Assign responsibilities
• Evaluating and assessing results (LeBaron, 2001, p. 19)

The next key point that LeBaron makes is one I really support: "budgeting should be the consequence, not the instigator, of planning" (LeBaron, 2001, p. 19). This is backwards from the way that many schools determine their technology budgeting, and that is the reason a lot of schools fail to meet their technological potential. You have to determine needs first, then once you know exactly what you needs are, budget accordingly so that you can meet your goals. I think a lot of schools would argue that this is unrealistic given the realities of funding, however I do not think they can argue with the need to define needs so you can set clearly defined goals.

The rest if the chapter elaborates on the six-stage process mentioned above, and closes with a list of resources for technology planning in the curriculum. Ultimately this chapter is a good reference for schools looking to develop a plan for technology integration.

Chapter 4: Technology and Learning: Getting the Story Out

Chapter 4 discusses how learning in the technological age is more than memorization. This is at the heart of the Teaching and Designing for Understanding concept, that students should be actively involved in lessons and build knowledge by exploring, collaborating, and asking questions. A key point mentioned is that technology itself doesn't improve learning or thinking, it is the teachers who use their creativity to make technology work to it's potential (Jarvela, 2001).

Motivation is the next area discussed, which is at the heart of any engaging, enriching lesson. The author Jarvela tells how technology can be used in a myriad of ways to support and enhance student motivation. A lot of this chapter to me seems to be a plea to the public and the "powers that be" to embrace technology and sell the idea that it is the future of education. The first two sentences of the conclusion seems to support this assertion:

"Why should the public invest its scarce resources in technology for education? Perhaps a more relevant question would be to ask how we can support the development of students' knowledge and skill to cope in a changing society." (Jarvela, 2001, p. 54)

Translation: If we don't financially support technology in our schools, how can we expect them to compete in the changing technological real-world?

Resources:

Jarvela, S. (2001). Technology and Learning: Getting the Story Out. In Collier, C. & LeBaron, J.F. (Eds.). Technology in its Place: Successful Technology Infusion in Schools. San Francisco, CA: Jossey-Bass Inc.

LeBaron, J. (2001). Curriculum Planning for Technology-Rich Instruction. In Collier, C. & LeBaron, J.F. (Eds.). Technology in its Place: Successful Technology Infusion in Schools. San Francisco, CA: Jossey-Bass Inc.